Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Repeat the module Repeat the module at the next available opportunity for re-sit |
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Description This module will enable students to further develop their understanding of inclusive and special education through observing and assisting teachers in special education settings, through undertaking structured observation and reflection, and teaching. Through this placement students are provided with the opportunity to develop their pedagogical skills in the teaching role of SET, special class or special school teacher and to critically reflect on their learning about inclusive education in their Taisce . Differentiated provision for all children in the primary classroom will be interwoven with development of students’ critical analysis of their own planning, teaching, and provision for children. Students will be expected to demonstrate in their reflections and Taisce how their learning experiences during placements have been incorporated in their professional development as a teacher of all children. Students will further develop their understanding of the professional role of the SET teacher through observing teaching and discussion with teachers and other professionals in their placement. Students will undertake structured reflection within inclusive/SEN settings and students will develop skills in curriculum planning, teaching and assessment in an inclusive/SEN context class and will prepare, teach and evaluate lessons which demonstrate a range of appropriate and inclusive pedagogical approaches. The module will enable students to gain practice in lesson planning in an Inclusive/SEN context, assessing and recording children’s progress and organise an effective classroom environment. Students will examine parental involvement in the school and how the role of parents is active in the provision of an inclusive school and classroom environment. Students will have opportunities to work collaboratively with SET and mainstream teachers in the school community and to learn from dialogic interactions with children, teachers and HEI tutors. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identity, record and use key components required for short-term planning in an inclusive/SEN context through the use of planning tools. 2. Employ a range of appropriate teaching resources, including digital, to facilitate effective teaching and learning in an inclusive/SEN context. 3. Demonstrate effective communication skills in an inclusive/SEN context which facilitate effective teaching and learning with individuals, whole class and groups. 4. Organise and maintain a positive learning environment through the use of appropriate approaches to classroom management and organisation. 5. Provide for individual differences and respond to the needs of all children through planned and informed differentiated provision. 6. Undertake self-evaluation and implement goals to generate change and improvement. 7. Develop an understanding of inclusion, positive views about student diversity, and an ability to foster an inclusive culture within their own professional practices 8. Examine and document how the placement school enables parents to feel welcome and involved in their child’s school experiences with reference to activities, events, PT meetings, policies and committees which involve parents | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative ContentThis module will enable students to further develop their understanding of inclusive and special education through observing and assisting teachers in special education settings, through undertaking structured observation and reflection, and teaching. Through this placement students are provided with the opportunity to develop their pedagogical skills in the teaching role of SET, special class or special school teacher and to critically reflect on their learning in their Taisce . Students undertake a series of reflective tasks that are centred around understanding inclusive practices for teaching and learning in an inclusive/SEN context. Differentiated provision for all children in the primary classroom will be interwoven with development of students’ critical analysis of their own planning, teaching, and provision for children. Students will be expected to demonstrate in their reflections and Taisce how their learning experiences during placements have been incorporated in their professional development as a teacher of all children. Students will further develop their understanding of the professional role of the SET teacher through observing teaching and discussion with teachers and other professionals in their placement. Students will undertake structured reflection within inclusive/SEN settings and examine policies and approaches towards supporting learning for all children. Students will develop their understanding and skills in curriculum planning, teaching and assessment in an inclusive/SEN context class and will prepare, teach and evaluate lessons which demonstrate a range of appropriate and inclusive pedagogical approaches. The module will enable students to gain practice in lesson planning in an Inclusive/SEN context, with a particular focus on small groups and individual one to one teaching. They will assess and record children’s progress under the guidance of the treoraí and organise an effective classroom environment. Students will examine parental involvement in the school and how the role of parents is active in the provision of an inclusive school and classroom environment. Students will have opportunities to work collaboratively with SET and mainstream teachers in the school community and to learn from dialogic interactions with children, teachers and HEI tutors.Reflective TasksUndertake a series of reflective tasks that are centred around teaching and learning in an inclusive/SEN context.Planning in an Inclusive/SEN contextFurther development of students' understanding of short-term planning to include lesson planning in an inclusive/SEN context.EvaluationDeepening students' skills in undertaking lesson evaluation and using the outcomes to further improve approaches to planning and teaching.Monitoring children's learning in an Inclusive/SEN contextFurther developing the student teacher’s ability to evaluate the process of children’s learning through assessing learning, monitoring individual and group learning and celebrating the children’s efforts and achievements.Planning and Teaching ApproachesDeveloping further understanding of approaches to planning and teaching in inclusive/SEN contexts.DifferentiationScaffolding students' conceptualisation of differentiated provision through examples of approaches which differentiate teaching and learning for a diversity of learners and learning contexts.ResilianceExploring ways of building resilience and personal resources to cope with unanticipated problems and interpersonal issues when planning and/or teaching.Parental participationDeveloping understanding of parental engagement in their children's education by examining parental involvement in the school and the role of parents in the provision of an inclusive school and classroom environmentInclusive practices for parents and pupilsStudents will develop further their understanding of the diversity of learning needs in schools and classrooms and undertake approaches which plan for inclusive pedagogy for all learners. Undertake reflections on selected artefacts in the Taisce e-portfolio to show evidence of reflection on their own development as a teacher and on children’s learning. Identifying goals for further professional learning. Students will examine evidence of a range of strategies for communications with and from parents, reporting to parents/guardians on children’s learning and involving parents/guardians in children’s education and school activities in their placement school. Reflection on parental participation and involvement in the school . Identify through dialogue with the teacher and where possible with parents how the school promotes ongoing formal and informal communication with parents which informs parents of their children’s progress, communicates their learning strengths and weaknesses, and helps in identifying ways of supporting their child’s learning in school and at home throughout the school year. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Online, 0, https://udlguidelines.cast.org/, | |||||||||||||||||||||||||||||||||||||||||||